Intermediate Music 3 Pacing Guide

All Year
interpret unfamiliar English terms using a home language dictionary or online translator. (ELD.K12.ELL.SI.1BAC )
  • how to use a home language dictionary or online translation program
perform rhythmic and melodic patterns accurately by imitating aural patterns demonstrated by the teacher and/or peers. (ELD.K12.ELL.SI.1BAC )
  • procedure for aurally deciphering rhythms (e.g. count singing, speaking rhythms, subdividing)
  • Curwen hand signs and solfeggio syllables
perform rhythmic and melodic patterns accurately by reading traditional notation and interpreting music symbols. (ELD.K12.ELL.SI.1BAC )
  • pitches on the staff, rhythmic patterns appropriate to the course level
All Year
use classroom visual aids to accurately interpret and perform musical symbols and abbreviations. (ELD.K12.ELL.SI.1BAC )
communicate with a peer tutor/buddy for clarification on concepts presented in class. (ELD.K12.ELL.SI.1BAC )
All Year
imitate musical elements modeled by the teacher and peers. (ELD.K12.ELL.SI.1BAC )
  • performance techniques: characteristic tone, balance, blend, mallet technique, intonation
  • expressive characteristics: e.g. dynamics, tempo, phrasing
All Year
perform music in class to demonstrate comprehension and synthesis of skills. (ELD.K12.ELL.SI.1BAC )
  • classroom procedures
  • performance techniques: proper posture, diction, following a conductor, intonation
recognize, count, and notate simple rhythms. (ELD.K12.ELL.SI.1BAC )
differentiate between English terminology and musical terminology. (ELD.K12.ELL.SI.1BAC )
  • Italian and/or italicized words
First Quarter
summarize text. (LAFS.5.SL.1.3BAC )
  • Main idea/theme
  • Text
  • Summarize
understand that proper procedures keep students and instruments safe. (MAFS.K12.MP.5.1BAC )
  • Instrument procedures
recognize the connection between a problem and a properly used tool that may provide a solution (MAFS.K12.MP.5.1BAC )
  • e.g., metronome, tuner, notation software, digital recorder, pencil, reference materials and media resources, accumulated knowledge, maintenance accessories, keyboard instruments, microphone, amplifier
understand that specific tools, while assisting in the process, do not supersede skills and technique. (MAFS.K12.MP.5.1BAC )
discuss strategies for active listening, e.g., ignore environmental distractions, focus on the music, connect the song to a personal experience, using prior knowledge. (MU.5.C.1.1BAC )
use music vocabulary that will aid in describing a musical excerpt. (MU.5.C.1.1BAC )
create a visual or dramatic representation of one’s listening experience, e.g., listening map, picture, story. (MU.5.C.1.1BAC )
identify and respect differing interpretations of the music. (MU.5.C.1.1BAC )
identify local and national performance venues. (MU.5.F.2.1I R)
describe jobs associated with performance venues, e.g., lights and house manager, stage manager, sound engineer, conductor, musician, actor, box office, ushers. (MU.5.F.2.1I R)
discuss characteristics of successful student musicians. (MU.5.F.3.1BAC )
explain how characteristics contribute to overall learning. (MU.5.F.3.1BAC )
identify notes and rests. (MU.5.S.3.5E R)
write notation for rhythmic patterns that have been performed by someone else on non-pitched instruments. (MU.5.S.3.5E R)
Second Quarter
summarize written a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (LAFS.5.SL.1.2BAC )
  • Summary
  • Multi-media presentations
demonstrate precision in the execution of unison pulse within the ensemble regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic execution and tempo. (MAFS.K12.MP.6.1BAC )
  • note/rest values appropriate to course and literature
  • time signatures appropriate to course and literature
use domain specific vocabulary to communicate precise ideas and opinions with others. (MAFS.K12.MP.6.1BAC )
demonstrate precision in execution of pitch accuracy and intonation regarding tonality. (MAFS.K12.MP.6.1BAC )
  • using age-appropriate melodic sequences
demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style. (MAFS.K12.MP.6.1BAC )
  • expressive markings that relate to musical effect regarding dynamics, tempo, phrasing, musical line, dynamics, style, articulations
  • standard conducting patterns
  • expressive conducting gesture
actively listen to examples of band and orchestra instruments, e.g. violin, clarinet, chimes, harpsichord. (MU.5.C.1.3E R)
classify instruments, aurally, by family. (MU.5.C.1.3E R)
identify voices aurally by tone color. (MU.5.C.1.4E R)
discuss how each voice part sounds individually and in a choir. (MU.5.C.1.4E R)
classify the role of each voice in a mixed choir. (MU.5.C.1.4E R)
identify the elements that contribute to a good performance. (MU.5.C.2.1I R)
develop a student-generated checklist or rubric with guidance from the teacher to critique performances. (MU.5.C.2.1I R)
describe the impact of regional traditions and historical events on generating various types of music, e.g., Quinceanera, military, graduation, wedding. (MU.5.H.1.1I R)
discuss the role of music in day-to-day life of various cultures, e.g., relaxation, motivation. (MU.5.H.1.1I R)
compare and contrast the ways two or more cultures integrate music into their lives. (MU.5.H.1.1I R)
match written patterns in a given melody when presented aurally. (MU.5.S.1.4E P)
echo simple melodic patterns by singing and/or playing. (MU.5.S.1.4E P)
demonstrate healthy singing techniques. (MU.5.S.2.2E P)
sing with others, blending vocal timbres and matching dynamic levels. (MU.5.S.2.2E P)
produce a characteristic instrumental tone. (MU.5.S.2.2E P)
perform on instruments in an ensemble, maintaining a common tempo, blending instrumental timbres, and matching dynamic levels. (MU.5.S.2.2E P)
sing or play with expression and style appropriate for the music performed. (MU.5.S.2.2E P)
respond to the tempo, dynamics, and expressive cues of a conductor. (MU.5.S.2.2E P)
echo melodic patterns using the major scale. (MU.5.S.3.1E P)
demonstrate healthy singing techniques. (MU.5.S.3.1E P)
sing partner songs, rounds, and other songs with two and three independently moving lines, with and without accompaniment, using accurate pitch and rhythm. (MU.5.S.3.1E P)
echo extended rhythmic and melodic phrases on pitched and unpitched instruments. (MU.5.S.3.2E P)
produce a characteristic instrumental tone using appropriate performance techniques. (MU.5.S.3.2E P)
perform melodies and accompaniments on pitched and unpitched instruments with expression and style appropriate to the music. (MU.5.S.3.2E P)
explore a diatonic scale with instruments and voice, e.g. do-ti. (MU.5.S.3.3E O)
identify the notes in a diatonic scale using traditional notation. (MU.5.S.3.3E O)
sight-read short patterns and melodies based on the diatonic scale. (MU.5.S.3.3E O)
echo simple melodic patterns using classroom instruments. (MU.5.S.3.4E P)
Rehearse patterns played by another and sequence into melody and/or accompaniment. (MU.5.S.3.4E P)
perform melody or accompaniment. (MU.5.S.3.4E P)
actively listen to rhythm and melodies presented aurally. (MU.5.S.3.5E R)
write notation for melodic patterns, within the diatonic scale, that have been performed by someone else, i.e., whole or quarter notes only, on the syllable "loo". (MU.5.S.3.5E R)
discuss human experiences, e.g. love, loss, failure, anger, religion, spiritual awareness. (TH.5.H.1.2BAC )
identify characteristics in a selected piece of music that explore human feelings and emotions. (TH.5.H.1.2BAC )
rehearse and perform a selected work with appropriate dramatic interpretation. (TH.5.H.1.2BAC )
Third Quarter
utilize pattern recognition to memorize music. (MAFS.K12.MP.7.1BAC )
reorganize performance practices according to given rhythmic hierarchies. (MAFS.K12.MP.7.1BAC )
  • beat groupings and metric stress
recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance. (MAFS.K12.MP.7.1BAC )
  • patterns such as form, time signatures, phrasing, sequencing, key centers, harmonic structure, voicing, and instrumentation.
recognize the function of lines and spaces of the staff (including the addition of ledger lines) as the means of visually representing pitch. (MAFS.K12.MP.7.1BAC )
understand rhythmic relationships regarding time signature classification. (MAFS.K12.MP.7.1BAC )
discuss historical events that occurred during the composer’s time period. (MU.5.C.1.2I R)
develop a vocabulary to describe expressive elements and style which contribute to the piece. (MU.5.C.1.2I R)
describe how a composer’s title, expressive markings, and instrumentation help the listener find meaning in the work, i.e., Symphony No. 9 - Beethoven, Rodeo - Copland. (MU.5.C.1.2I R)
identify what elements constitute a good performance. (MU.5.C.2.2I R)
employ a checklist or rubric to evaluate a performance. (MU.5.C.2.2I R)
discuss methods of purposeful practice to improve performances. (MU.5.C.2.2I R)
identify expressive and stylistic elements specific to a period or genre of music. (MU.5.C.3.1I R)
develop a checklist or rubric to evaluate a selected piece. (MU.5.C.3.1I R)
Identify characteristics of exemplary musical works, e.g., withstood the test of time, others have used as a pattern, innovation of a new technique, new uses of instruments, mastery of style and techniques, the ability to evoke emotion. (MU.5.C.3.1I R)
discuss the financial impact of performances for the artist and venue. (MU.5.F.2.2I R)
describe ways that live performance contributes to success of the artist, e.g., advertising, name recognition, sporting event appearances. (MU.5.F.2.2I R)
classify selected works from various cultures by style. (MU.5.H.1.3I R)
explain how use of specific musical elements is characteristic of music from various world cultures, e.g., language, folk melodies, texture. (MU.5.H.1.3I R)
compare musical elements from different cultures using a graphic organizer. (MU.5.H.1.3I R)
identify important composers, songwriters, and performers who influenced various historical periods, e.g, classical, early American, 20th and 21st Century (MU.5.H.2.1I R)
classify selected exemplary works from various historical periods by genre, style, and composer, i.e. It Don’t Mean a Thing - Ellington. (MU.5.H.2.1I R)
describe diverse styles of popular, folk, classical, and world music using appropriate vocabulary. (MU.5.O.1.1I R)
actively listen to and analyze a composition to identify meter, rhythmic and melodic elements, form, and tonality. (MU.5.O.1.1I R)
describe the influence of musical elements on the creation of a new piece. (MU.5.O.1.1I R)
identify musical characteristics of a selection that enhance lyrics and communicate ideas, meanings, or emotion. (MU.5.O.3.1BAC )
explain how musical preferences reflect one’s personal experiences. (MU.5.O.3.1BAC )
identify and respect differing values and tastes in music. (MU.5.O.3.1BAC )
respond to the tempo, dynamics, and expressive cues of a conductor. (MU.5.O.3.2E P)
interpret music symbols and terms in repertoire that refer to dynamics, tempo, articulation, and expression when performing. (MU.5.O.3.2E P)
perform on classroom and ethnic instruments with expression and style appropriate to the music. (MU.5.O.3.2E P)
analyze the structure of a familiar song. (MU.5.S.1.3BAC C)
identify musical elements one can manipulate. (MU.5.S.1.3BAC C)
arrange a song by altering one or more musical elements. (MU.5.S.1.3BAC C)
analyze elements of a piece, including chord structure and form, to recognize patterns and sequences that will aid in memorization. (MU.5.S.2.1BAC )
interpret music symbols and terms in repertoire that refer to dynamics, tempo, articulation, and expression when performing. (MU.5.S.2.1BAC )
create a mental or visual image of the piece, e.g., listening map, checklist. (MU.5.S.2.1BAC )
discuss strategies for memorizing music. (MU.5.S.2.1BAC )
perform a selected piece from memory. (MU.5.S.2.1BAC )
Fourth Quarter
describe diverse styles of popular, folk, classical and world music using appropriate vocabulary. (LAFS.5.L.2.3BAC )
actively listen to and analyze a composition to identify meter, rhythmic and melodic elements, form and tonality. (LAFS.5.L.2.3BAC )
use traditional notation to compose a short vocal or instrumental piece. (LAFS.5.L.2.3BAC )
discuss musical characteristics of a selection that enhance lyrics and communicate ideas and emotions in teacher led whole group, one-on-one and small groups. (LAFS.5.SL.1.1BAC )
compare and contrast a performance with one’s own interpretation of the music. (LAFS.5.SL.1.1BAC )
  • Compare
  • Contrast
analyze and discuss specific improvements made through rehearsal and practice. (LAFS.5.SL.1.1BAC )
express one’s owns ideas on a music selection clearly. (LAFS.5.SL.1.1BAC )
explore musical elements through reading, moving, singing, playing, and active listening. (MU.5.F.1.1BAC C)
discuss how musical elements impact a piece of music. (MU.5.F.1.1BAC C)
create a performance of a piece previously learned by altering one or more musical elements. (MU.5.F.1.1BAC C)
discuss importance of attaining music legally. (MU.5.F.3.2BAC )
discuss ways to purchase songs or media safely and legally, e.g., iTunes, Amazon, musician’s website, sharing personal and financial information. (MU.5.F.3.2BAC )
relate intellectual property to physical property, e.g., illegally downloading music is the same as stealing a bicycle. (MU.5.F.3.2BAC )
identify compositional characteristics. (MU.5.H.1.2NTK R)
compare and contrast two or more familiar composers of a similar style using a graphic organizer. (MU.5.H.1.2NTK R)
analyze multiple uses of music in the media. (MU.5.H.2.2NTK R)
explore various media in which to experience music. (MU.5.H.2.2NTK R)
compare and contrast how access to media has changed the way listeners experience music. (MU.5.H.2.2NTK R)
identify critical thinking processes in music. (MU.5.H.3.1BAC )
identify skills used in music that apply to other academic areas. (MU.5.H.3.1BAC )
define motif. (MU.5.O.2.1BAC C)
analyze the melodic direction of a motif. (MU.5.O.2.1BAC C)
incorporate rhythm and melody from one or more motifs into a new melody. (MU.5.O.2.1BAC C)
echo extended melodic and rhythmic patterns and phrases. (MU.5.S.1.1BAC C)
sing or play age-appropriate pieces with proper technique, e.g., posture, matching pitch, breath support. (MU.5.S.1.1BAC C)
discuss musical elements that can be manipulated. (MU.5.S.1.1BAC C)
improvise short rhythmic and melodic phrases. (MU.5.S.1.1BAC C)
create simple variations on familiar melodies. (MU.5.S.1.1BAC C)
identify proper compositional techniques, e.g., text, stepwise motion, home tone. (MU.5.S.1.2BAC C)
explore musical and rhythmic phrases on traditional and nontraditional instruments. (MU.5.S.1.2BAC C)
create short vocal or instrumental pieces using various sound sources. (MU.5.S.1.2BAC C)